Describes a study which compares the abilities of 130 first graders in responding correctly to open (Computational) addition exercises to their abilities in responding to equivalent problems stated in the closed form. No statistical difference between levels of correct responses to opened or closed exercises was indicated. (PR)

The purpose of this study was to find out what difficulties Nicaraguan children encounter in doing addition and subtraction exercises. The results were used in the design of radio lessons in mathematics for elementary school. The performance on addition exercises is analyzed with a view toward identifying the distinct skills that are required by…

A technique for adding and subtracting integers is presented as an alternative to the number line. White and black chips are used to represent positive and negative integers, respectively. (MP)

Adding the number directly, one after another, was compared to adding the numbers by looking for combinations of ten. The Direct method was faster, but the two methods were equally accurate. (JT)

First graders at three different schools were individually interviewed to determine their understanding of missing addend problems. Details of the interview are provided. Behaviors separating successful from unsuccessful students, students' number conservation ability, and the abstractness of missing-number problems are discussed. (DT)

The results of a study of third-graders' performance in solving certain open sentences, and implications for teaching open sentences are discussed. (DT)

In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

Reviewing addition through the use of palindromes is discussed. A rule for converting any number into a palindrome is presented. (MP)